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Evidence of very early contacts between Mesolithic and Neolithic groups in the hinterland of southern France at Roquemissou (Aveyron, France)
No full textInternational audienceThe site of Roquemissou (Montrozier, Aveyron, France), on the south-western edge of the Massif Central, in a middle mountainous region, provides one of the most important regional stratigraphy of recent prehistory. Between 11,500 and 2,100 cal BCE, i.e. for more than 9 millennia, human occupations were repeated several times. Within this powerful sequence, several occupations can be linked to the Second Mesolithic and Early Neolithic. Until then, the earliest reliable evidence for the presence of Neolithic groups in the region dates from the early centuries of the 5th millennium BCE. The discovery of four obsidian artefacts from the late Second Mesolithic, dated to around 6000-5800 BCE, i.e. a millennium earlier, represents a major discovery in our understanding of the Neolithisation process in southern France. All these pieces of obsidian come from Monte Arci (Sardinia) and could only have been acquired by these Mesolithic groups through exchanges and contacts with the first groups of Neolithic settlers arriving at the same time on the shores of Languedoc, about 150 km further south. This discovery thus testifies to extremely early contacts between the two groups, strictly contemporary with the very first Neolithic settlements, or even slightly earlier, in a possible process of exploration very far inland. In these same levels, the discovery of several scattered human remains, potentially from the same individual, and bearing anthropogenic cut marks and green bone fractures, raises questions about the identity of the deceased. Palaeogenetic analyses, which have so far been unsuccessful, will perhaps reveal whether this was a member of the Mesolithic community of indigenous hunter-gatherers or a potential Neolithic explorer! These exceptional discoveries illustrate a more complex and, above all, extremely dynamic process of Neolithisation
How gender and age mediate the effect of self-efficacy on digital learning performance?
No full textInternational audienceSelf-efficacy is an important concept for understanding learner behavior and provides a foundation for developing training and learner support systems. In a context where digital technology is becoming increasingly prevalent in training systems, learners' digital self-efficacy affects their learning outcomes. Women have lesser digital self-efficacy than men and may face disadvantages in certain digital learning environments. Similarly, older people appear to be at a disadvantage in digital learning situations. The purpose of this study was to investigate the effect of digital self-efficacy on a mobile curriculum by asking the following research question: Does digital self-efficacy mediate the relationship between gender and age on the one hand, and learning performance in a digital context on the other? After collecting and analyzing data from 49 participants, we discovered that women had lower digital self-efficacy than males, that older people have lower self-efficacy than younger people, and that self-efficacy has an impact on learning performance. Thus, we have proven that self-efficacy is an important notion that mediates the relationship between gender or age and learning performance.</div
Construction de cabanes par les enfants et reconfigurations des relations à la nature
No full textInternational audienceEn quoi les jeux de construction de cabanes reconfigurent-ils de façon dynamique les valeurs que les enfants attribuent à la nature ? Cette contribution mobilise le concept de médiation pour explorer la « relationnalité profonde avec l'espace », au sens « où les relations humaines, les objets, l'environnement, et même les idées, sont constamment négociés et reconfigurés », pour reprendre l’un des horizons de l’appel à communication. Les résultats sont issus d’une enquête ethnographique réalisée entre septembre 2021 et juin 2024 au sein d’un groupe local des Éclaireurs et Éclaireuses de France (scoutisme laïque). La recherche concerne tout particulièrement des enfants âgés de 6 à 11 ans. Les résultats démontrent que les discussions et les conflits autour des cabanes, par exemple au sujet des végétaux à prélever pour les construire, sont des moments de délibérations qui rappellent que les valeurs attribuées à la nature sont multiples et ne font pas l’objet d’un consensus a priori. Le concept de médiation vient ainsi enrichir la discussion conceptuelle autour des valeurs relationnelles attribuées à la nature (Chan et al, 2016) et permet de mettre en avant la pluralité des valeurs, leurs négociations et leurs reconfigurations lorsque les enfants jouent collectivement
From Data to Data Games: Exploring Public Engagement with Scientific Information through Serious Game Design Workshops
No full textInternational audienceWe explored the use of Serious Game Design Workshops as a tool for engaging citizens in the dissemination of scientific knowledge to the public. Using research data on forest ecosystems and their dynamics, we ran four workshops which sought to bridge the gap between complex environmental information and public understanding. During these workshops, a total of 88 participants – all non-experts concerning forest ecosystems – created storyboards for 20 diverse game concepts which to varying degrees integrated scientific content into different types of gameplay. A preliminary analysis of the produced game concepts suggest that our workshops were able to foster creativity, enhance environmental education, and promote public engagement with scientific knowledge. However, challenges such as variability in participants' prior knowledge and workshop materials affected outcomes. We conclude by discussing future refinements and suggesting methods to improve the educational and communicative potential of serious games workshops for scientific dissemination
GTnum IMS DEFI #DEFI Plan de gestion de données du projet "DEFI : Données pour l'Education, la Formation, l'Innovation" | Version 2 - Groupes thématiques numériques de la Direction du numérique pour l’éducation (Ministère de l'éducation nationale et de l'enseignement supérieur) 2021-2024
No full textThis document presents the choices made to collect, store, process and share GTnum DEFI research data (Data for Education, Training, Innovation). This project focuses on the development of data literacy in education and is part of the theme “Data literacy: evolution of skills, educational, pedagogical and ethical issues, perspectives for training” of the Digital Thematic Groups 2021-2024.Ce document présente les choix retenus pour collecter, stocker, traiter et partager les données de la recherche du GTnum DEFI (Données pour l'Education, la Formation, l'Innovation). Ce projet porte sur le développement de la littératie des données en éducation et s'inscrit dans la thématique "Littératie des données : évolution des compétences, enjeux éducatifs, pédagogiques et éthiques, perspectives pour la formation" des Groupes Thématiques numériques 2021-2024
Influence of musical background on children’s handwriting: Effects of melody and rhythm
No full textInternational audienceNumerous studies have reported benefits of music listening to support learning and motor rehabilitation. In the case of handwriting, previous studies suggested that musical background improves movement speed and fluency. Whether this benefit comes from the melody or is specifically related to the rhythmic cues provided by the music remains to be established. In addition, music can influence handwriting differently depending on the child’s level of expertise. To disentangle these effects, we recorded graphic movement under different sound backgrounds in children of two different grades. In total, 44 s graders and 44 fifth graders needed to copy loops and isolated words under four sound conditions: silent, melodic without metronome, melodic with slow metronome (1.6 Hz), and melodic with faster metronome (2.2 Hz). The results revealed that listening to a pure melodic background reduced writing velocity, movement fluency, and loop size in both groups. In addition, the rhythmic cues influenced handwriting kinematics differently depending on grade and task. For the younger group, the two rhythms, and especially the slow rate, increased the loop copying velocity, whereas for the words the velocity and movement fluency were reduced by the fast rate. Conversely, for the older group, the two rhythmic conditions reduced writing velocity and movement fluency, and they increased the size of both the loops and the words. Finally, the effects also depend on handwriting level; poor writers seem to benefit more from the adding of rhythmic cues. These results raise interesting perspectives for learning to write and for the rehabilitation of handwriting difficulties
Introduction. Étudier l’onomastique,la société et l’identité culturelle dans la Lusitanie romaineà partir d’un atlas onomastique numérique (ADOPIA)
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On a Walkabout’ : étude vocalique de la variation régionale en anglais australien au regard des mobilités démographiques
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